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BIZARRE
BEHAVIOR AND ACADEMIC PERFORMANCE OF STUDENTS IN EDUCATION DISTRICT 6
ABSTRACT
The study of
bizarre behavior, can be described as worrisome and continue in our schools
unchecked. More of a necessity given the level of moral decadence
prevalence our society in recent
times. This study was carried out to
examine the implications and consequences of bizarre behavior aimed both at improving academic performance
and reducing such behavioral tendencies found among students with lower
academic performance offended more frequently, committed more serious and
persisted in their academic life. In
addition our children and youth deviate from normal school norms and values
thereby blocking the growth and fulfillment of other student’s potentials and
other variables. These had far-reaching
implication on their future and academic performance. Data was gathered using questionnaires,
sampling techniques and procedures were done within the study area. Data
generated was analyzed using the Pearson Product Moment Correlation Coefficient
and t test to test about 5 hypothesis generated. The research design adopted is an experimental
survey design method, while the sampling method was simple stratified random
sampling technique. The result reveals
that indescent dressing, truancy, absenteeism, clubbing and partying are all
factors affecting academic performance, while there is no gender difference in
terms of bizarre behavior and their academic performance. The study therefore
recommended that general physical appearance of the students is very important
and that positive dressing and appearance values should be inculcated in the
children. A standard school uniform
policy and teacher’s appearance are very strong factors. There should be a very strong parent –
teacher relationship, counseling, co-curriculum activities that are of academic
and moral importance.
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
From time
immemorial, the alarming rate of bizarre behavior among Nigerian youths
particularly in the public school had increased tremendously. In the last
decade, government negligence, and socio-economic factors have contributed to
the increasing neglect of youths in the society. No doubt, the obvious effects
of this is the risk in criminal tendencies among our secondary schools students
many of whom are alienated not only from their families but also from the
entire society. Smoking, fighting bullying and stealing have proliferated among
young students in our secondary schools.
Consequently,
bizarre acts in our schools continue unchecked, dressing mini, bushy and
devilish haircut, ear notching, use of designer hair ring among male and female
students are common sight. Worse and common is extortion of money from the
junior ones by the senior ones under duress.
Hence
bizarre behavior can be regarded as that behavior on the part of children and
youth which may be regarded as deviation of youth and children of school age
from accepted or established norms and values or reasonably ways of life in the
schools as a subsystem of the society Adedokun (2004).
Bizarre
behavior is typically defined as psychological disorder in which are in one way
or the other maladaptive. This is because they threaten the well being of the
individual student, youth around them, block the growth and fulfillment of the
students potential which are within the secondary school age range between 10
and 20 years. It is also a term used to connote anti-social and personality
disorders, an act done by children or youths, which when committed by adults
would be a crime (Denga 2001)
Howels
(1986) defines bizarre behavior as someone who has fallen out of his culture
and deficient in socially accepted and adaptive behavior. He explained further
that the deviant behavior may be viewed as part of a rebellion against schools,
culture, norms and society in general
Dunken
(1988) sees bizarre behavior as a realm of cultural criticism, lawlessness and
non-conforming behavioral tendencies of our youth and children He sees behavior
of this nature among our school youth as antisocial personality disorder and
therefore call them as non conformist.
Bowlby
(1974) in his book “Maternal Care and Mental Health” wrote on children in
schools and their life pattern, in his research, he came to a conclusion that,
unless there is a warm intimacy and continuous relationship between the school
and home, whatever that disrupt and disturb the good relationship. This could
lead to delinquency in our children.
In the
encyclopedia of the social sciences, the status of a “child offender” is well
defined. Bizarre behavior is not a crime and rejected youngsters cannot be
charge with such crime and must be adjudge delinquent such “child offender”
must be counseled, corrected and rehabilitated.
In general
abnormality or abnormal behaviors observe in secondary school students which
are bizarre and disruptive in nature, focuses on people who are consistently
unable to adapt and function effectively in a wide varieties of school
conditions and activities. One that goes against common or majority or presumed
standard of behavior in the school environment, feeling of strangeness,
depressed, isolation, loss of feeling, guilt, lost of reality and all other
sensation recognized and labeled by an individual as out of the ordinary, out
of common sense and of no moral justification for such bizarre behavioral
tendencies in our secondary schools.
These
inabilities to adapt and function can be affected by a number of pre-disposing
variables including school physical condition, school administrative
life-style, learning condition, peer group, home background/upbringing and
parental responsibilities which are both educational and environmental in
nature.
No doubt,
today we talk about secret cults (cultism), examination malpractices, rapping
and other highly criminalized vices, tendencies in our tertiary institutions,
all these violates socially and educationally acceptable standards.
It is
therefore very disheartening to see and read negative reports about the
attitude of the young school students particularly the male involvement and the
high incidence of destructive behavior. These acts were hitherto very common in
Lagos, Ogun and some other states in Nigeria including Africa and all over the
world. It may be attributed to many factors such as loss of moral values, high
level of parental literacy, teachers neglect, poor home background, parental
neglected, child abuse including unfavorable school structures and environment.
Chukwuede, (2002) supports this view when he post that most of the children of
low-income earners and low socio-economic background indulged in bizarre
behavioral tendencies more often irrespective of their age, sex, class and
administrative style of schools.
From the
above, this study examines bizarre behavior, implications and consequences on
students academic performance. Studies have pointed out that bizarre behavior
is more a product of bad parenting and parental irresponsibility than social
and economic factors. For instance, Denga (1999) lamented that poor dressing
among young male school students have psychologically imposes other problems
like flying the uniform polo, sagging and mini-skirt, which consumes much of
the students serious school time that necessitated the poor academic
performance in schools, in public examinations such as Junior Secondary School
Certificate Examination (JSSCE), West African Examination Council (WAEC), and
National Examination Council (NECO), in recent time and drop-out syndrome
noticed among the secondary school age students
There are
many things students does that we find strange and unexplainable nowadays we
see various body tattooing and ear piercing and branding among younger
generation of students. Their life style of dressing may seen bizarred to
adults and teachers including school counselors and administrators. Bizarred behavior
that usually has no rational basis and even unexplainable to the students,
however seems to indicate that the individual student is confused and this
frequently brings on hallucination.
On the other
hand destructive behavior are characterized by behavior which are schizophrenic
and anti social in nature, are very common sight including personality disorder
such as bad dressing, indecent dressing, bushy hair, sagging, use of wrong
socks, examination scandals, including youthful display of high handedness,
bullying extorting, gangsterism, damage to school facilities and display of
thuggery among our school youths, in their late teens and early twenties.
It should be
kept in mind that parental roles in child development and education are vital.
A child needs good reading, teaching and learning environment, mental
relaxation to perform better with good parenting at home, provision of secure,
stable and effective study condition that stimulate intellectual development. A
child needs from parent and teachers, a positive involvement in positive
learning that effect positively on their academic performances. Fan & Chen
(2001).
Parental
help and responsibilities which are armed at greater cognitive competence, greater problem-solving skills,
greater school enjoyment, better school attendance and fewer behavioral
problems at schools. In effect a more powerful indicator and predictor of
achievement at teens must be geared towards, good parental interest and
perception of their roles and responsibilities in full filling it.
This study
therefore examines the home and learning environment as a factors, a breeding
ground that expose students to bizarre acts, as well as responsible for their
poor academic performance among the Secondary School students in Oshodi/Isolo
Education District Six of Lagos State.
1.2. Theoretical Framework
There have
been various theoretical approaches and background carried out by various
scholars on bizarre behavior of our youths of school age and its implication
Our main concern was the academic performance of students most especially at
the active secondary school stage including how these behaviors can be
controlled such studies were very paramount. Therefore the various work by some
of these scholars would be reviewed to enable us understand various positions
that have already been taken.
Adetola and
Ademola (1985) maintained that the criminal disposition among the young people
in our society is a reflection of changing structures of the society. He went
further to maintain that delinquent behavior are either antisocial or criminal,
and also refer to them as either violent or not violent behavioral tendencies
by the youth (age of below 17) According to him societal, technologies
instruments, and value system are changing and all these combine to create new
directions and demands.
Ogundare
(1995) in his own view, tired to link the concept of delinquency of our school
children with “idleness” he maintained
that an idle had or mind is the “devils workshop” hence most of the school age
children must be well occupied in the school to discourage the school been made
a “breeding ground” for bad behavior. He therefore suggested that the roles of
schools and parents has very significant, positive influence that inculcate the
right moral value in them, getting them well occupied at school and at home,
shun materialism and male a delinquent free society.
Bagot (1982)
in his study, found that poverty (parental background) was a vital factor among
the causes of bizarre behavior of our youth in Liverpool. Among the 200
convicted and studied, 48% of the students were from parental background
without any source of income, while 29% of them are from broken or separated
home and 12% were from people who are either taken as house help or staying
with grandma.
Shittu
(2004) discover in his research that stable home and school environment, good
parenting, role modeling and good school infrastructural facilities supported
by strong economic home background are very important germane that could
enhance academic success of a child.
Stanley
(2001) Argues that if parent of one or both partners in a marriage were
divorced when they were children, the partners themselves are likely to
divorce. One reason he gave was that children of divorced parents have low
esteem, poor interest and aptitude to school living and learning. These impacted
negatively on the academic performance of such affected children.
Parental
involvement has, the greatest positive effect at Secondary level of education
in curbing bizarre behavior, thereby raising their academic performance. Symon
(1999) also found that parental interest in their child’s education was the
single most powerful prediotor of achievement at high school age. Desforges
(2003) also research into parental helps in learning processes and strong
contact with schools and teachers significantly led to higher academic
performance, greater school enjoyment, better school attendance and fewer or
totally eliminate negative behavioral problems at secondary schools this
improve parents and teachers perception of that roles and increase their level
of confidence in fulfilling it.
1.2.1 Bizarre Behavior in Perspective
Bizarre
Destructive behavior is a diagnoses applied to persons who routinely behave
with little or no regard for the right, safely or feeling of others this
pattern of behavior is seen in secondary school age children or young
adolescent and persist into adulthood. People diagnosed with Bizarre behavior
in school population act as if they have no conscience. They move through
society as predators paying little attention to the consequences of their
actions. They don’t understand the feelings of guilt or remorse. Deceit and
manipulation characterized the interpersonal relationship.
Bizarre
behavior is described by Moeller and Gerard (2007) as a disorder characterized
by a pervasive pattern of disregard for and violation of the right of others
that begins in childhood or school age or early adolescent and continues into
adulthood.
In United
State population. Bizarre disorder is estimated to affect 3% of boys and 1% in
girls. The percentage may be even higher among inmates or person treated for
substance abuse.
Men or women
diagnosed with this behavioral disorder, demonstrate few emotions beyond
contempt for others. Their lack of empathy is often combined with an inflated
sense of self-worth and a superficial charm that tends to mask an inner
indifference to the needs or feelings of others. Some studies indicate students
with this can only mimic the emotions associated with committed love
relationship and friendships that most people feel naturally.
Students
reared by parents with this behavioral disorder are more likely to develop this
than members of the general population. Students with the disorder may be
antisocial, living in poverty, suffering from a concurrent substance abuse
disorder, or piling up extensive criminal records, as bizarre destructive
disorder is associated with low socioeconomic status and urban backgrounds.
Highly intelligent students with bizarre destructive behavior however, may not
come to the attention of the criminal justice or mental health care systems and
may be underrepresented in diagnosed statistics.
Some legal
experts and mental health professionals do not think that this mal-adjusted
behavior classified as a mental disorder, on the grounds that the classification
appears to excuse unethical, illegal, or immoral behavior. Despite these
concerns, juries in the United States have consistently demonstrate that they
do not regard a diagnosed of their as exempting a person from prosecution or
punishment for crimes committed.
Bizarre
disorder is seen in 3% to 30% of psychiatric outpatients. The prevalence of the
disorder is even higher in selected populations, like prisons, where there is a
preponderance of violent offenders. A 2002 literature review of studies on
mental disorders in prisoners stated that 47% of male prisoners and 21% of
female prisoners had antisocial personality disorder.
similarly,
the prevalence of Antisocial is higher among patients in alcohol or other drug
abuse treatment programs than in the general population
1.2.2 Causes and Scope of Bizarre Behavior
Causes of bizarre behavior
Studies of
adopted children indicated that both genetic and environmental factors
influence the development of both biological and adopted children of people
diagnosed with the disorder have an increased risk of developing it. Children
born to parents diagnosed with this disorder but adopted into other families
resemble their biological more than their adoptive parents. The environment of
the adoptive home, however, may lower the child’s risk of developing bizarre
behavior
Researchers
have linked this disorder to childhood physical or sexual abuse, neurological
disorders and low IQ. But, as with other disorder. Persons diagnosed with
bizarre disorder also have an increased incidence of substance-related
disorders.
Hormones
Bizarre
destructive disorder is said to be genetically based but typically has
environmental factors, such as family relations, that trigger its onset.
Traumatic events can lead to a disruption of the standard development of the
central nervous system, which can generate a release of hormones that can
change normal patterns of development. One of the neurotransmitters that have
been discussed in individual with this disorder is serotonin.
While it has
been shown that lower levels of serotonin may be associated with this disorder,
there has also been evidence that decreased serotonin function is highly
correlated with impulsiveness and aggression across a number of different
experimental paradigms. Impulsivity is not only linked with irregularities in
metabolism but may be the most essential psychopathological aspect linked with
such dysfunction. In a study looking at the relationship between the combined
effects of central serotonin activity and acute testosterone levels on human
aggression, researchers found that aggression was significantly higher in
subject with a combination of high testosterone and high cortisol responses,
which correlated to decreased serotonin levels. Correspondingly, The Diagnostic
and Statistical Manual of Mental Disorder classifies “impulsiveness or failure
to plan ahead “and irritability and aggressiveness” as two of the seven
criteria in diagnosing someone with this disorder.
Cultural
influences
Robert D.
Hare (2008) has suggested that the rise in bizarre Destructive behavior that
has been reported in the United States may be linked to changes in cultural
mores, the latter serving to validate the behavioral tendencies of many
individuals. While the rise reported may be in part merely a byproduct of the
widening use (and abuse) of diagnostic technique. It has been plausibly
suggested that the erosion of collective standards may indeed serve to release
the individual with latent such behavior from their previously prosocial behavior.
There is also a continuous debate as to the extent to which the legal system
should be involved in the identification and admittance of patient with
preliminary symptoms of bizarre tendencies.
Environment
Some studies
suggested that the social and home environment has contributed to the
development of bizarre destructive act. The parents of these children have been
shown to display such behavior, which could be adopted by their children.
Scopes of
bizarre behavior
i. Substance Abuse Disorder
Researcher have linked bizarre destructive behavior to
substance related disorder it is not uncommon for a person with a substance
abuse disorder to lie to others in order to obtain money for drugs or alcohol.
Behavior that characterize substance abuse disorder among secondary school ages
may include drug abuse, smoking cigarette hemp, including hard substance that
affect mood. This may in the long run lead to depression anxiety and mood swing that co-occur if untreated
students with substance-abuse disorder are at risk for developing or worsening
a myriad of other mental cases and students may be at risk for self mutilation
or dying from homicide or suicide
Theories
regarding the life experience that put
people at risk for substance abuse disorder include a history of childhood
physical environment sexual and emotional abuse neglect deprivation abandonment
per association who engaged in such abuse or having a parents who is either
alcoholic druggist or antisocial.
ii. Destructive Disorder
The manual
of the American Psychiatric Association notes that any abuse or neglect
combines with erratic parenting or inconsistent discipline appears to increase
the risk that a child will be diagnose with destructive disorder. Destructive
Behavior common among secondary school age students may include damage to
school furniture breaking of school window, Louvers willful destruction and
burning school building including school buses in protest or for jus no
rational reasons. Since there is no specific definite test that can accurately
asses the presence of destructive behavioral disorder. Counselors’ and health
care professionals conduct a mental health interview that look for the presence
of antisocial symptoms and was positive. But if the cultural context of the
symptoms is not considered, the disorder may be falsely diagnosed as being
present
iii. Conduct Disorder
Conduct
disorder is misbehavioral in nature and may include misconduct tendencies which
may include fighting in and outside the school, malpractices in both internal
and external examination, telling lies, using false names and conning of others
for profits or pleasure. They cheat others, extort to gain money or power,
selling illegal material in the school such as drugs, phones, sett, memory card
and quick tendencies to exploit others. This on set is before age 15 years. The
American Psychiatric Society add that person who shows sign of conduct abuse
with accompany attention deficit disorder have a greater chance of being
diagnosed with bizarre destructive behavior at school age. Conduct disorder is
a destructive behavior characterized by initiating fighting, betting, and other
offensive behavior common with male students of school age as far as breaking
school rules are concern
iv. Oppositional Deviant Disorder
Behavioral
deviancy is considered bizarre in that they are considered different from its
normal state or path e.g youth of school age may be appositionally deviant
sexually or may refuse to follow the path of school procedures, rule,
regulations including instruction, students found outside the school with
uniform roaming about the street without proper exit are grossly deviant.
Although deviant behavior can be quite resistant to treatment the most
effective intervention tends to be a combination of firm but fair programming
that emphasizes teaching the deviant students skills that can be use to live
independently and productively within the rules and limits to society
medication may not directly treat the behavior that characterize deviant
disorder according to people with deviant behavioral disorder experience in the
long run a remission of symptoms by the time they reach 50 years of age.
This is a
form of social aggression some theories about the socio-biological risk factors
of deviant disorder include dysfunction of certain gene, hormones or damage to
part of the brain. Diagnoses often associated with deviant disorder often
include antisocial disorder, attention deficit disorder and reading and memory
disorder. Secondary school student in this category are bizarredly in form of
disobedience, negativism provocative to authority figures more commonly seen in
boys than girls and age onset is three in children.
v. Personality Disorder
Personality disorder is a persistent
pattern of thought, feeling dressing that is significantly different from what
is considered normal within the persons own culture and professional group.
Personality disorder as a type bizarre behavior based on commonality of symptoms.
It is considered as a totality of various self behaviors, personal in nature.
Personality
disorder among our secondary school students can be well identifiable such as
all forms of indecent dressing appearances such as tattooing, branding, nose
and ear notching and piercing. Indecent dressing among our school children may
include tattered uniform, flying of polo shirt, dressing mini, sagging,
labeling signs on uniform, wrong school socks, cap and sandal including all
forms of incomplete and dirty appearance, other forms of personality disorder
which are bizzarre in nature are dissocial.
vi. Anti-Social Behavior
These
behaviors among students is dominated by anxiety, anger inhibited and pervasive
pattern of misbehavior and violation of the right of other school mates it is
characterized by lawlessness, restlessness, bullying, show of gangsterism and
supremacy. A nti social disorder is a dramatics shown of all forms
misbehavioural tendencies, disregard to school rules, procedures, jumping school
protocols students exhibits behavior which are purely eccentric, erratic and
counter – social in all its ramification in the school environment
Dissocial or
Anti-social behavioral tendencies also includes smoking of cigarette and use of
the influence of seniority to harass the junior ones and bullying on them. The
occurrences of antisocial behavior is not exclusive during the course of
schizophrenia or a manic episode
1.2.3 Theory of Bizarre Behavior
A. The planned behavior Theory (By:- Grizzel
J and Godin G.)
The theory
suggest that unexplained behaviour is dependent on one’s intention to perform
the behaviour. Intention is determined by an individual attitude, i.e beliefs,
value about the outcome of the behaviour and subjective norms i.e. belief about
what other people think the person should do or general social pressure. This
theory also viewed bizarre behaviour as determination of an individuals’
perceived behavioural control and individual perception of their ability or
feeling of self efficacy to perform the behaviour. This relationship is
typically dependent on the relationship and the nature of the situation it
acquired and learnt.
The attitude
towards the behaviour, intention and the perceived behaviour control are models
of this theory. The intention to perform the bizarreness’ has been shown to be
the most important variable in predicting the behaviour which are often linked
with ones personal motive. For perceived behavioural control to influence
behavioural change in bizarre behavioural change, much like with self
efficiency, a person must perceive that they have the ability to perform the
behaviour. Therefore as Grizzel suggests that perceived control over
opportunities, resources and skills needed are an important part of the
behavioural change process.
Intention to
perform a bizarre behaviour, suggest that it may be important to present
information to help shape positive attitudes of students towards the behaviour
and stress subjective norm or opinion that support the behaviour.
B. The Transtheoretical Theory (By Prochaska
J.)
The
transtheoretical Theory proposes that behaviour which are maladaptive are
consequence of changes as a process of six stages. He behave that individual
including students are bizarre and are propelled by unresolved conflicts,
anxiety, unconscious conflicts, not by a singular factor rather than the
interaction of various factoral stages. These are:
- Pre – Contemplation:- Is the
stage in which the individual behaves abnormally for just no course and are not
ready to reason for any change.
- Contemplation stage: is the
where people are aware of their bizarre behaviour.
- Preparation stage: is when
the individual is ready for the consequences of their action this are more to
action stage when the bizarre maladaptness becomes visible and p
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